Yang et al. found that trauma is highly prevalent among LGBTQ+ individuals in China and linked to depression. Unhealthy behaviours, low social support and negative coping partly explain this relationship, highlighting key targets for intervention.

Associations between polygenic indices and cognitive ability in children increase with age while rare damaging variant associations attenuate, with differential effects across the cognitive ability distribution.

Nitschke and colleagues use historical data and epidemiological modelling to examine evidence for the 1789 smallpox epidemic in Australia. Their results indicate a likely southeastern origin, high mortality and limited spread.

In this Article, Kollenda et al. find that individual differences in gaze are linked to neural tuning in individual brains: stronger tendencies to look at faces or text correlate with more distinct neural representations of the corresponding category.

In children aged 3–10 years, intuitive responses lead to more prosocial choices in early childhood, while deliberate reasoning increasingly supports cooperative, fair and honest decisions with age.

The authors synthesize the evidence on the links between interoception and self-harm and suicide. The results are heterogeneous for the four examined dimensions of interoception. Neural evidence points to insula and prefrontal involvement, though still preliminary.

Climate change and misinformation are interconnected global crises shaped by tensions between individual, collective and vested interests. Drawing on climate psychology, we distil six insights for misinformation research to strengthen policy relevance, systems thinking and resilience to attacks.

From fake reviews that harm businesses, to humorous reviews that mock consumerism, to culture-war review bombing, some online reviews cannot be trusted to provide objective evaluations. Once a source of sincere advice, online review platforms have spawned new forms of disingenuous behaviour that may hurt consumers.

Artificial intelligence (AI) is transforming classrooms, and promising adaptive teaching and personalized education. However, AI tools may also weaken students’ ability to think and learn independently. Schools and universities should use AI as a coach to support self-regulated learning.

The logistics and structural barriers of many research conferences prevent full participation of people with disabilities. We review the websites of 161 conferences and show that there is substantial room for improved communication about barriers. We also suggest ideas for quick and low-budget stopgap accessibility improvements.